Introduction School provides a central developmental context for children (Eccles, 2004; Reschly,... more Introduction School provides a central developmental context for children (Eccles, 2004; Reschly, Huebner, Appleton, & Antaramian, 2008). School experiences have a significant impact on student well-being (Pyhalto, Soini, & Pietarinen, 2010) and on students' health, behavior, and interpersonal relationships (Ma, 2007). The quality of school experiences also contributes to learning outcomes (Martin, Anderson, Bobis, & Way, 2011; Upadyaya & Salmela-Aro, 2011). However, we are lacking sufficient understanding of the school-related experiences contributing to students' school engagement, in particular among students with special needs. This study explores lower secondary Swedish-speaking school students' engaging and disengaging school experiences, by analyzing significant positive and negative school experiences among seventh graders. The study also focuses on the sense of belonging as a crucial ingredient of the engaging school experience. Moreover, a comparison is made be...
This chapter provides an introduction to the European case study chapters in this volume on curri... more This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs withinreified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions.
Kolmea yliopistoa koskeneessa tutkimuksessa selvitettiin sitä, minkälainen yhteys tiedeyhteisöllä... more Kolmea yliopistoa koskeneessa tutkimuksessa selvitettiin sitä, minkälainen yhteys tiedeyhteisöllä ja siihen kuulumisen kokemuksella voi olla tohtoriopintojen pitkittymiseen tai keskeyttämiseen. Tiedeyhteisö näyttäytyy tohtoriopiskelijoille useimmiten mikrotason käytäntöyhteisönä, kuten tutkimusryhmänä tai yksikkönä ja lähityötovereina. Kokemus tiedeyhteisöstä saattaa muodostua niin voimannuttavaksi kuin kuormittavaksikin. Koetun hyvinvoinnin ja opintojen etenemisen yhteys viittaa siihen, että tohtoriopiskelijan hyvinvointi ei ole ainoastaan väitöskirjaprosessin sivutuote, vaan yhteydessä myös tulokseen. – Artikkelissa tarkastellaan Tampereen yliopistolla toteutettua mentorointiohjelmaa eri vuosia koskevan haastatteluaineiston pohjalta.
Teacher turnover has been recognized as a significant problem in the education worldwide. This st... more Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover intentions were remarkably persistent, but the reasons for them varied significantly. Lack of professional commitment and factors related to the school system and workload were the main reasons for teacher turnover intention. The results suggest several factors that should be improved simultaneously in the teaching profession to increase teacher job satisfaction and retention.
The study aims to gain a better understanding of the interrelation and the development of student... more The study aims to gain a better understanding of the interrelation and the development of student teachers’ proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers’ ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one’s own study pace in the direction of well-being, was effective in reducing th...
Bullying in school has become an international concern in recent decades. Yet, we know surprising... more Bullying in school has become an international concern in recent decades. Yet, we know surprisingly little about inhibitors of teacher-targeted bullying. The study focused on exploring the interrelation between the teacher–working environment fit, bullying, experienced exhaustion and turnover intentions. Altogether 2310 comprehensive school teachers completed the professional agency survey. The analysis was carried out using structural equation modelling (SEM). The results confirmed that the teacher–working environment fit, that is, receiving collegial support and acknowledgement, combined with a positive professional climate and ability to solve problems constructively, can function as inhibitors of both teacher-targeted bullying and exhaustion. Also, a modest reciprocal relationship between bullying and experienced exhaustion was detected. The study further showed exhaustion and bullying to be significant determinants of teacher turnover.
Kirjan artikkelit perustuvat Tampereella 2009 pidetyn ainedidaktisen symposiumin esitelmiin. Kirj... more Kirjan artikkelit perustuvat Tampereella 2009 pidetyn ainedidaktisen symposiumin esitelmiin. Kirjassa on eri aineiden didaktisiin kysymyksiin painottuvia vertaisarviointimenettelyn läpikäyneitä artikkeleita tekijän nimen mukaisessa järjestyksessä. Järjestyksellä on ...
This study explored an individual variation in perceived social support from teachers, peers, and... more This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profiles with different configurations of perceived social support from three sources were identified in both age groups. The profiles differed from each other in terms of study engagement and study burnout. Moreover, social support from different sources had somewhat different functions on students’ study wellbeing, although teacher and peer support seemed to play particularly central roles.
The national core curriculum is renewed in Finland approximately every ten years, the most recent... more The national core curriculum is renewed in Finland approximately every ten years, the most recent one being 2016. The core curriculum sets the general goals, providing the foundation for district- and school level curriculum development work (Finnish National Board of Education, 2016). The messages from transnational educational policy (e.g. OECD) are apparent in the core curriculum. However, districts, schools and teachers are highly autonomous in upholding, resourcing and deciding about the curriculum making at the local sites of activity. Accordingly, the curriculum making relies heavily on shared sense-making as a tool for cultivating transformative learning throughout the educational system. The chapter draws on the results of the national “School Matters” research project (2014-2018), to provide the meta-analysis of the sense-making in national curriculum making. Results suggested that the shared sense-making focused on engaging educational practitioners in learning at all lay...
Teacher’s professional competencies have been discussed extensively in the literature, often link... more Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, bot...
Introduction School provides a central developmental context for children (Eccles, 2004; Reschly,... more Introduction School provides a central developmental context for children (Eccles, 2004; Reschly, Huebner, Appleton, & Antaramian, 2008). School experiences have a significant impact on student well-being (Pyhalto, Soini, & Pietarinen, 2010) and on students' health, behavior, and interpersonal relationships (Ma, 2007). The quality of school experiences also contributes to learning outcomes (Martin, Anderson, Bobis, & Way, 2011; Upadyaya & Salmela-Aro, 2011). However, we are lacking sufficient understanding of the school-related experiences contributing to students' school engagement, in particular among students with special needs. This study explores lower secondary Swedish-speaking school students' engaging and disengaging school experiences, by analyzing significant positive and negative school experiences among seventh graders. The study also focuses on the sense of belonging as a crucial ingredient of the engaging school experience. Moreover, a comparison is made be...
This chapter provides an introduction to the European case study chapters in this volume on curri... more This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs withinreified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions.
Kolmea yliopistoa koskeneessa tutkimuksessa selvitettiin sitä, minkälainen yhteys tiedeyhteisöllä... more Kolmea yliopistoa koskeneessa tutkimuksessa selvitettiin sitä, minkälainen yhteys tiedeyhteisöllä ja siihen kuulumisen kokemuksella voi olla tohtoriopintojen pitkittymiseen tai keskeyttämiseen. Tiedeyhteisö näyttäytyy tohtoriopiskelijoille useimmiten mikrotason käytäntöyhteisönä, kuten tutkimusryhmänä tai yksikkönä ja lähityötovereina. Kokemus tiedeyhteisöstä saattaa muodostua niin voimannuttavaksi kuin kuormittavaksikin. Koetun hyvinvoinnin ja opintojen etenemisen yhteys viittaa siihen, että tohtoriopiskelijan hyvinvointi ei ole ainoastaan väitöskirjaprosessin sivutuote, vaan yhteydessä myös tulokseen. – Artikkelissa tarkastellaan Tampereen yliopistolla toteutettua mentorointiohjelmaa eri vuosia koskevan haastatteluaineiston pohjalta.
Teacher turnover has been recognized as a significant problem in the education worldwide. This st... more Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover intentions were remarkably persistent, but the reasons for them varied significantly. Lack of professional commitment and factors related to the school system and workload were the main reasons for teacher turnover intention. The results suggest several factors that should be improved simultaneously in the teaching profession to increase teacher job satisfaction and retention.
The study aims to gain a better understanding of the interrelation and the development of student... more The study aims to gain a better understanding of the interrelation and the development of student teachers’ proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers’ ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one’s own study pace in the direction of well-being, was effective in reducing th...
Bullying in school has become an international concern in recent decades. Yet, we know surprising... more Bullying in school has become an international concern in recent decades. Yet, we know surprisingly little about inhibitors of teacher-targeted bullying. The study focused on exploring the interrelation between the teacher–working environment fit, bullying, experienced exhaustion and turnover intentions. Altogether 2310 comprehensive school teachers completed the professional agency survey. The analysis was carried out using structural equation modelling (SEM). The results confirmed that the teacher–working environment fit, that is, receiving collegial support and acknowledgement, combined with a positive professional climate and ability to solve problems constructively, can function as inhibitors of both teacher-targeted bullying and exhaustion. Also, a modest reciprocal relationship between bullying and experienced exhaustion was detected. The study further showed exhaustion and bullying to be significant determinants of teacher turnover.
Kirjan artikkelit perustuvat Tampereella 2009 pidetyn ainedidaktisen symposiumin esitelmiin. Kirj... more Kirjan artikkelit perustuvat Tampereella 2009 pidetyn ainedidaktisen symposiumin esitelmiin. Kirjassa on eri aineiden didaktisiin kysymyksiin painottuvia vertaisarviointimenettelyn läpikäyneitä artikkeleita tekijän nimen mukaisessa järjestyksessä. Järjestyksellä on ...
This study explored an individual variation in perceived social support from teachers, peers, and... more This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profiles with different configurations of perceived social support from three sources were identified in both age groups. The profiles differed from each other in terms of study engagement and study burnout. Moreover, social support from different sources had somewhat different functions on students’ study wellbeing, although teacher and peer support seemed to play particularly central roles.
The national core curriculum is renewed in Finland approximately every ten years, the most recent... more The national core curriculum is renewed in Finland approximately every ten years, the most recent one being 2016. The core curriculum sets the general goals, providing the foundation for district- and school level curriculum development work (Finnish National Board of Education, 2016). The messages from transnational educational policy (e.g. OECD) are apparent in the core curriculum. However, districts, schools and teachers are highly autonomous in upholding, resourcing and deciding about the curriculum making at the local sites of activity. Accordingly, the curriculum making relies heavily on shared sense-making as a tool for cultivating transformative learning throughout the educational system. The chapter draws on the results of the national “School Matters” research project (2014-2018), to provide the meta-analysis of the sense-making in national curriculum making. Results suggested that the shared sense-making focused on engaging educational practitioners in learning at all lay...
Teacher’s professional competencies have been discussed extensively in the literature, often link... more Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, bot...
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